Information and digital literacy in education via the digital path

Due to the difficult epidemiological situation, the dominant part of universities, colleges, and schools have switched to distance learning. It’s a common practice around the world and is helping to reduce the incidence of Covid-19.

It’s quite easy for humanitarian universities to switch to online education using modern technologies, while it’s a challenge for technical ones to do without full-time laboratory work. Furthermore, primary school students and their parents faced difficulties as well. Learning remotely turned out to be challenging.

Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.

Learning remotely and online can present new challenges, or just put a strain on your existing learning strategies. You might be finding that you’re being provided with a lot of learning materials such as powerpoint slides, video, readings or handouts. What do you do with all this material, and how can you make sure you’re learning effectively rather than just staring at your screen, with nothing really going in?

Listen to Helen, one of our tutors, suggesting a few strategies to ensure that you’re actively engaging with learning materials and getting the most out of them.

Dr. Rhianna Rogers is an associate professor of interdisciplinary studies at SUNY Empire State College. Part of her work has led her to specialize in remote and online learning in higher education. Dr. Rogers has led numerous remote residency programs, online learning initiatives, and collaborative online international learning (COIL) functions, among other efforts.

Social learning is about how people learn by observing, imitating, and modeling others. In this blog, we will see how we can tap into the power of social learning to reach remote workforce.

According to a 2018 Forbes report, around 50% of the U.S. population has already become remote workers. When asked about their biggest workplace challenges, 21% cited “loneliness” or lack of community as one of their main issues. This data reinforces the current global demand for remote friendly workplaces. To address this, organizations are trying to build an online community of learners by leveraging the social learning techniques.

Let’s begin by allaying your fears. Online tools for distance learning will not replace you as the teacher. At least, not yet. Instead, they offer unique opportunities to teach in different ways that aren’t possible in traditional classrooms. And that is something that should always be embraced. But rather than replacing normal teachers, they seem to enhance their lessons. It’s a perfect example of the sum being more than its parts.

As remote teaching and learning become more common–if not the standard in many places over the next six months–I thought it might be useful to offer some remote teaching tips to engage students in distance learning.

 

As with all content, how useful and relevant any of these are depends on your context–experience, grade level, need, priorities and strengths as a teacher, etc. Some are possibly too general to help (e.g., ‘Simplify’), but hopefully out of the 25 remote teaching tips below, one or two might stick and make your planning a little easier–and more engaging for students.

Amid talk of pandemics and economics, it may seem like a comparatively minor discussion to have: the difference between remote learning and online learning. 

But, with COVID-19 forcing schools around the nation to move their classrooms online and more and more scrutiny leveled at the sustainability of doing so, it’s a conversation that education experts increasingly insist should happen. Making the distinction, some say, could shape the future of online learning for years to come. 

Over the last week I've received a bunch of emails and Tweets from people looking for my suggestions on tools and tactics for teaching online if schools are closed due to COVID-19. I'm going to start this post with some tips for giving online instruction then get into some recommended tools.

If we are to be honest, most university mission statements are largely interchangeable and somewhat bland.

While they advocate admirable sentiments, along the lines of everyone realising their potential in a nurturing environment, there is a whiff of motherhood and apple pie about them.

I was taking advantage of some down time, cleaning out some of my old files on my computer, when I ran across a great article I saved that covered student personality types. When I originally read this article, I only had several years of experience working in the distance-learning realm. Now, years later, I have seen all these student types at one time or another, and throughout the years, noticed several others worthy of mention.

The Centre for Distance Education at the University of London has held an annual conference under the ‘RIDE’ strapline almost every year since its institution in 2005. These meetings have become a popular fixture in academics’ and learning technologists’ calendars in and beyond London, and this year’s, held at Senate House on Friday March 24th, was very well received. It was ably chaired by two CDE Fellows, Stylianos Hatzipanagos of King’s College London and Alan Tait from the Open University, and the programme included speakers from as far afield as the Universities of Plymouth and Lorraine (France) as well as many home-grown London ones.